Facing the Facing the Giants:Giants:

Transfer Student Transfer Student Retention and Retention and

AdjustmentAdjustmentPresented by Dr. Eric GummPresented by Dr. Eric Gumm

gummj@acu.edugummj@acu.edu

Agenda For This SessionAgenda For This Session

Need for this studyNeed for this study Conceptual Framework & Conceptual Framework &

MethodologyMethodology Research Questions & Data AnalysisResearch Questions & Data Analysis Major FindingsMajor Findings Implications of the StudyImplications of the Study Recommendations for PracticeRecommendations for Practice Additional Research SuggestionsAdditional Research Suggestions Questions and discussionQuestions and discussion

Need for the StudyNeed for the Study With more students desiring to transfer, With more students desiring to transfer,

there is a significant need for information there is a significant need for information regarding transferring and its effects on regarding transferring and its effects on students. students.

This conference and so many people’s This conference and so many people’s interest in this area is a strong reflection interest in this area is a strong reflection of that need!of that need!

Before interventions can be created to Before interventions can be created to assist transfer students, we must have a assist transfer students, we must have a clearer understanding of transfer student clearer understanding of transfer student transition (Flaga, 2002).transition (Flaga, 2002).

Need for the StudyNeed for the Study

An exploration of both Academic and An exploration of both Academic and Social integration was necessary to Social integration was necessary to understand the experiences of transfer understand the experiences of transfer students (Harrison, 1999).students (Harrison, 1999).

Several sources pointed to the need for Several sources pointed to the need for studies to counterbalance those in studies to counterbalance those in large, public universities by looking at large, public universities by looking at private universities private universities (Cejda, 1999, 2000; (Cejda, 1999, 2000; Cejda & Kaylor, 1997; Townsend, 1995; Cejda & Kaylor, 1997; Townsend, 1995; Walter, 2000)Walter, 2000)

Need for the StudyNeed for the Study

Woosley (2005) noted that transfer Woosley (2005) noted that transfer students also tend to have a lower students also tend to have a lower retention rate than freshmen retention rate than freshmen students (10% lower on average).students (10% lower on average).

Conceptual FrameworkConceptual Framework Tinto’s (1993) “Theory of Student Tinto’s (1993) “Theory of Student

Departure.”Departure.”

Conceptual FrameworkConceptual Framework This model presents a dual framework of This model presents a dual framework of

both academic and social systems into both academic and social systems into which the student is to integrate. which the student is to integrate.

Tinto’s model is the most widely used to Tinto’s model is the most widely used to examine student transition and attrition, examine student transition and attrition, with over 775 citations with over 775 citations (Braxton, Hirschy, and (Braxton, Hirschy, and McClendon, 2004; Pascarella and Terenzini, 2005).McClendon, 2004; Pascarella and Terenzini, 2005).

It was especially relevant to this study It was especially relevant to this study because residential universities are exactly because residential universities are exactly the type of insitutions this model is most the type of insitutions this model is most reliable in studyingreliable in studying (Robbins, et al, 2004; Tinto, (Robbins, et al, 2004; Tinto, 1998).1998).

MethodologyMethodology Two data sources:Two data sources:

Transfer Student Experiences Survey (a 70-Transfer Student Experiences Survey (a 70-item questionnaire)item questionnaire)

Official university records for enrollment and Official university records for enrollment and grade point averagegrade point average

Three participating private universities:Three participating private universities: Institution A with 1,400 students (50 transfers)Institution A with 1,400 students (50 transfers) Institution B with 4,700 students (140 Institution B with 4,700 students (140

transfers)transfers) Institution C with 14,000 students (400 Institution C with 14,000 students (400

transfers)transfers)

MethodologyMethodology

Student sample included all students Student sample included all students who:who: Transferred there in the Fall of 2005Transferred there in the Fall of 2005 Had at least 12 credit hours of transfer Had at least 12 credit hours of transfer

workwork Had graduated from high school before Had graduated from high school before

January 1, 2005January 1, 2005 The survey instrument was sent by mail The survey instrument was sent by mail

and email to all of the students in the and email to all of the students in the sample.sample.

MethodologyMethodology

The final population for this study The final population for this study included 603 transfer students at the included 603 transfer students at the three universities.three universities.

After multiple rounds of follow-up After multiple rounds of follow-up and reminder, completed surveys and reminder, completed surveys were received from 348 of the 603 were received from 348 of the 603 transfer students – an overall transfer students – an overall response rate of 58%.response rate of 58%.

Research QuestionsResearch Questions The primary research problem or question was: The primary research problem or question was:

What variables predict transfer students’ successful What variables predict transfer students’ successful persistence and transition experience during their persistence and transition experience during their first semester at Christian universities?first semester at Christian universities?

Two specific questions which flowed out of this Two specific questions which flowed out of this overarching research question:overarching research question:1.1. After controlling for statistically significant pre-enrollment After controlling for statistically significant pre-enrollment

variables, were variables, were academic integration, social integration, academic integration, social integration, goal and institutional commitment, or spiritual integrationgoal and institutional commitment, or spiritual integration significant predictors of transfer students’ first semester to significant predictors of transfer students’ first semester to second semester persistence at these Christian institutions second semester persistence at these Christian institutions of higher education?of higher education?

2.2. What demographic, previous institution and current What demographic, previous institution and current university factors affected the transfer students’ successful university factors affected the transfer students’ successful academic and social adjustment to these Christian academic and social adjustment to these Christian universities?universities?

Data AnalysisData Analysis

Chi-square and t-tests were utilized Chi-square and t-tests were utilized to examine the relationships to examine the relationships between the twenty pre-enrollment between the twenty pre-enrollment variables and the outcome variable variables and the outcome variable of persistence.of persistence.

Logistic regression was then utilized Logistic regression was then utilized to examine the impact of the to examine the impact of the predictor variables on the student’s predictor variables on the student’s persistence at the same institution.persistence at the same institution.

Data AnalysisData Analysis

Linear regression was then utilized Linear regression was then utilized to determine which variables to determine which variables significantly affected the academic significantly affected the academic and social adjustment of this and social adjustment of this population of transfer students.population of transfer students.

Major FindingsMajor Findings

Pre-enrollment variablesPre-enrollment variables Only one was significant (at the p<.05 level) Only one was significant (at the p<.05 level)

with regard to student persistence – Highest with regard to student persistence – Highest Degree Planned at the Current Institution.Degree Planned at the Current Institution.

The logistic regression analysis examined The logistic regression analysis examined each of the three main constructs in Tinto’s each of the three main constructs in Tinto’s Longitudinal Model of Student Departure:Longitudinal Model of Student Departure: Academic IntegrationAcademic Integration Social IntegrationSocial Integration Goal and Institutional CommitmentsGoal and Institutional Commitments

Major FindingsMajor Findings

Academic IntegrationAcademic Integration This construct was not found to be This construct was not found to be

predictive of transfer student persistence in predictive of transfer student persistence in this study.this study.

This is somewhat surprising considering the This is somewhat surprising considering the general support for the impact of this general support for the impact of this construct (Liu & Liu, 2000; Pascarella & construct (Liu & Liu, 2000; Pascarella & Terenzeni, 1983, 2005; Thomas, 2000).Terenzeni, 1983, 2005; Thomas, 2000).

However, others have seen that social However, others have seen that social integration is initially more important than integration is initially more important than academic integration (Tinto, 1997, 2000; academic integration (Tinto, 1997, 2000; Woodley, 2003).Woodley, 2003).

Major FindingsMajor Findings

Social IntegrationSocial Integration This construct was found to be predictive of This construct was found to be predictive of

transfer student persistence in this study.transfer student persistence in this study. Specifically the “Student Interaction with Specifically the “Student Interaction with

Peers” variable was predicitive at the p<.05 Peers” variable was predicitive at the p<.05 level.level.

This same conclusion has been affirmed in a This same conclusion has been affirmed in a large number of other studies (Tinto, 1997, large number of other studies (Tinto, 1997, 2000; Elkins, Braxton and James, 2000; 2000; Elkins, Braxton and James, 2000; Woosley, 2003).Woosley, 2003).

Major FindingsMajor Findings

Goal and Institutional CommitmentsGoal and Institutional Commitments This construct was also found to be This construct was also found to be

predictive of transfer student predictive of transfer student persistence in this study.persistence in this study.

When utilizing the Goal and When utilizing the Goal and Institutional Commitment construct, the Institutional Commitment construct, the logistic regression equation correctly logistic regression equation correctly classified 95.8% of these transfer classified 95.8% of these transfer students into the correct persister or students into the correct persister or non-persister categories.non-persister categories.

Major FindingsMajor Findings

Spiritual IntegrationSpiritual Integration In the development of this study, an affirmation In the development of this study, an affirmation

was expected of Morris’ (2003) finding that was expected of Morris’ (2003) finding that Spiritual Integration would be a significant Spiritual Integration would be a significant predictor of persistence.predictor of persistence.

Therefore, the most surprising finding of this Therefore, the most surprising finding of this study, for the researcher, was its lack of study, for the researcher, was its lack of significance.significance.

While Walter (2000) and Schreiner (2000) also While Walter (2000) and Schreiner (2000) also indicated the predictive abilities of Spiritual indicated the predictive abilities of Spiritual Integration, all of these previous studies Integration, all of these previous studies examined freshmen, not transfer students.examined freshmen, not transfer students.

Major FindingsMajor Findings

Academic AdjustmentAcademic Adjustment Three significant variables:Three significant variables:

Student’s fall grade point averageStudent’s fall grade point average The student’s most significant reason for The student’s most significant reason for

selecting this institutionselecting this institution Their family income levelTheir family income level

These three variables accounted for These three variables accounted for 45% of the variation45% of the variation

Major FindingsMajor Findings

Social AdjustmentSocial Adjustment Three significant variables:Three significant variables:

Student’s fall grade point averageStudent’s fall grade point average Highest educational level attained by the Highest educational level attained by the

student’s motherstudent’s mother The student’s most significant reason for The student’s most significant reason for

selecting this institutionselecting this institution These three variables accounted for These three variables accounted for

41% of the variation41% of the variation

Implications of the StudyImplications of the Study

Most Significant Reason for AttendingMost Significant Reason for Attending The transfer student’s most significant reason The transfer student’s most significant reason

for attending their new institution has a for attending their new institution has a significant impact on their academic and social significant impact on their academic and social adjustment.adjustment.

As a result, universities should take steps to As a result, universities should take steps to shape those reasons for attending through the shape those reasons for attending through the recruiting process.recruiting process.

Universities should also attempt to determine Universities should also attempt to determine the reasons from their incoming transfer the reasons from their incoming transfer students in order to effectively connect the students in order to effectively connect the students to the institution.students to the institution.

Implications of the StudyImplications of the Study New Student OrientationNew Student Orientation

This study indicated that a sizeable population This study indicated that a sizeable population of transfer students did not attend an of transfer students did not attend an orientation program at their new institution.orientation program at their new institution.

This limits the ability of the university to set This limits the ability of the university to set academic and social expectations for these academic and social expectations for these students.students.

As a result, universities should create As a result, universities should create intentional programming for transfer students intentional programming for transfer students to encourage their attendance at orientation to encourage their attendance at orientation programs to assist in their academic and programs to assist in their academic and social adjustment.social adjustment.

Implications of the StudyImplications of the Study

Fall grade point averageFall grade point average The student’s fall GPA accounted for the The student’s fall GPA accounted for the

largest portion of both academic and largest portion of both academic and social adjustment of new transfer social adjustment of new transfer students.students.

As a result, universities need to utilize As a result, universities need to utilize strategies to determine how students are strategies to determine how students are performing academically before the end of performing academically before the end of the semester and provide intervention and the semester and provide intervention and assistance for those who are struggling.assistance for those who are struggling.

Recommendations for Recommendations for PracticePractice

Usual qualifier – this study examined Usual qualifier – this study examined student experiences at three specific student experiences at three specific institutions and it can’t be quickly institutions and it can’t be quickly generalized to other institutions.generalized to other institutions.

However, there are relevant questions However, there are relevant questions and areas of investigation that deserve and areas of investigation that deserve consideration.consideration.

Three areas of recommendation: Three areas of recommendation: Campus FoundationsCampus Foundations Transition ExperiencesTransition Experiences Continuing SupportContinuing Support

Recommendations for Recommendations for PracticePractice

Campus FoundationsCampus Foundations Intentionally connect the transfer student’s goals Intentionally connect the transfer student’s goals

to the university early in the recruiting process. to the university early in the recruiting process. Establish on-going, intentional efforts to Establish on-going, intentional efforts to

ascertain the actual needs of transfer students, ascertain the actual needs of transfer students, as a separate and distinct group from freshmen.as a separate and distinct group from freshmen.

One way to do so is to designate a position to One way to do so is to designate a position to serve as a coordinator for transfer students or, serve as a coordinator for transfer students or, based on the tremendous growth and success of based on the tremendous growth and success of First-Year Experience programs in their work to First-Year Experience programs in their work to integrate and retain first-year students (Upcraft, integrate and retain first-year students (Upcraft, Gardner, & Barefoot, 2005), universities could Gardner, & Barefoot, 2005), universities could establish a similar effort focused on transfer establish a similar effort focused on transfer students.students.

Recommendations for Recommendations for PracticePractice

Transition ExperiencesTransition Experiences Universities should provide at least some separate Universities should provide at least some separate

and focused programming for transfer students and focused programming for transfer students during their orientation programs. These sessions during their orientation programs. These sessions should address the specific transition needs and should address the specific transition needs and concerns of transfer students.concerns of transfer students.

Transfer orientation sessions should be led by Transfer orientation sessions should be led by student leaders with an emphasis on creating student leaders with an emphasis on creating community and proving opportunities for social community and proving opportunities for social integration, since those are such crucial integration, since those are such crucial components to retaining these students. Ideally, components to retaining these students. Ideally, these student leaders would have themselves been these student leaders would have themselves been transfer students so that they could serve as transfer students so that they could serve as successful role models for the new transfer successful role models for the new transfer students. students.

Recommendations for Recommendations for PracticePractice

Continuing SupportContinuing Support All transfer students should be assigned a faculty All transfer students should be assigned a faculty

“mentor” through their department who should “mentor” through their department who should connect with them at the start of their first semester in connect with them at the start of their first semester in order to provide a connection between the student’s order to provide a connection between the student’s goals, their academic program, and the institution.goals, their academic program, and the institution.

Additionally, some type of “mentor” from the current Additionally, some type of “mentor” from the current upperclassmen in the transfer student’s major should upperclassmen in the transfer student’s major should be assigned and they could provide social, academic, be assigned and they could provide social, academic, and goal and institutional commitment connections. and goal and institutional commitment connections.

Since the student’s Fall GPA accounted for the largest Since the student’s Fall GPA accounted for the largest portion of the academic and social adjustment, the portion of the academic and social adjustment, the university should utilize mid-term grades to determine university should utilize mid-term grades to determine how new transfer students are doing in their classes how new transfer students are doing in their classes and provide intervention for those who are struggling.and provide intervention for those who are struggling.

Additional Research Additional Research SuggestionsSuggestions

1.1. While this study has added to the conversation While this study has added to the conversation regarding transfer student retention, more regarding transfer student retention, more research is needed in this area in order to research is needed in this area in order to confirm the findings of this study and to provide confirm the findings of this study and to provide a clearer picture of those factors which influence a clearer picture of those factors which influence the experiences of transfer students, especially at the experiences of transfer students, especially at Christian universities.Christian universities.

2.2. In future research studies in this area, recruiting In future research studies in this area, recruiting or obtaining a more evenly distributed group of or obtaining a more evenly distributed group of students who did and did not choose to return students who did and did not choose to return should be a priority. should be a priority.

3.3. A national study of transfer student persistence A national study of transfer student persistence at Christian universities would add a great deal at Christian universities would add a great deal to this area of research.to this area of research.

Additional Research Additional Research SuggestionsSuggestions

4.4. Future research could examine this idea and select a Future research could examine this idea and select a transfer student population that has been at the transfer student population that has been at the Christian university for a longer period of time before Christian university for a longer period of time before being surveyed. being surveyed.

5.5. Further research is needed to see if the Spiritual Further research is needed to see if the Spiritual Integration construct is significant in Christian Integration construct is significant in Christian universities, especially among transfer students at universities, especially among transfer students at these institutions. these institutions.

6.6. The Academic Adjustment and Social Adjustment The Academic Adjustment and Social Adjustment findings need examination in additional studies to findings need examination in additional studies to further confirm the impact of the significant variables. further confirm the impact of the significant variables. Also, while these variables predicted a significant Also, while these variables predicted a significant portion of the variance (45% and 41% respectively), portion of the variance (45% and 41% respectively), further research should attempt to determine which further research should attempt to determine which variables account for the remaining variance. variables account for the remaining variance.

Concluding CommentsConcluding Comments Student retention is a complex and Student retention is a complex and

complicated area of consideration, but complicated area of consideration, but its importance is undeniable.its importance is undeniable.

The retention of transfer students is The retention of transfer students is often overlooked at many universities, often overlooked at many universities, but this is an important student but this is an important student population.population.

Student retention ultimately comes Student retention ultimately comes down to the decisions of individual down to the decisions of individual students to leave or stay at a particular students to leave or stay at a particular institution.institution.

Concluding CommentsConcluding Comments The student’s seemingly simple departure The student’s seemingly simple departure

decision has tremendous impact.decision has tremendous impact. It is my hope that this study will help It is my hope that this study will help

Christian universities have a clearer Christian universities have a clearer picture of their transfer students and picture of their transfer students and those factors which most influence their those factors which most influence their retention.retention.

I also hope this study will contribute to I also hope this study will contribute to the continuing discussions regarding the the continuing discussions regarding the needs of transfer students at all of our needs of transfer students at all of our institutions.institutions.

Discussion, Discussion, Questions, Questions,

Comments ???Comments ???

Thank You!Thank You!